Strengthening academic and clinical performance through structured note-taking: an action research study in nursing education

This analysis assessed the impact of structured note-taking on nursing students' documentation and academic performance. Among 35 participants (mean age 22.9, mostly senior females), only 28.6% initially demonstrated good note-taking skills. Despite 60% reporting strong motivation, engagement in classes and clinical rounds was low and just 40% rated their academic performance as strong. Defining attributes of effective note-taking was defined by clarity, organization, clinical relevance, and structured formats (SOAP, SBAR). Antecedents included motivation, prior exposure, time, and faculty support, whereas consequences of poor practices resulted in fragmented documentation, weak recall, and limited reasoning. Conversely, structured note-taking improved comprehension, documentation, and decision-making. Challenges such as time pressure, unfamiliar terms, and lack of training were reported, though instructors observed clearer reasoning and communication with structured formats. A paired samples t-test confirmed significant post-intervention improvement (t = -5.88, p < 0.0001). Overall, structured, context-specific note-taking enhances nursing students' clinical reasoning, communication, and academic success.